ANDERSON PUBLIC SCHOOL

Gifted and Talented Program Goals

Tier 3 RTI Model

Components (as suggested by “Response to Intervention and Gifted and Talented Education”, Fall 2009, Montana OPI)

Curriculum and Material – Replacement of the core program (specifically in math) is suggested.

Instructional Organization – The curriculum should differ significantly in pace, level, and complexity from age-level peers.  Students should have an ILP.

Instructor – Teacher and other specialists trained to teach programs being taught.

Assessment – Screening for giftedness – CoGAT.  Diagnostic testing and ongoing progress monitoring through program assessment is necessary.

Time – Part or the entire core curriculum for age peers may be replaced.

Setting – Appropriate setting within school is dependent upon the acceleration or intervention model that is appropriate for the student.

Program Goals

Social and Emotional Needs

1. The school’s guidance counselor will work to students with social-awareness skills and strategies: how to share knowledge and abilities with peers with confidence and without conflict; positive social interaction outside of the classroom; overcoming perfectionism – how to accept and learn from failures.  Within each workshop we will incorporate strategies for managing stress and discuss healthy expectations.
2. Provide ongoing opportunities to develop interpersonal skills through group projects.
3. Provide opportunities to provide and receive constructive feedback in a supportive environment.

Academic Challenge

1. Provide opportunities for math acceleration in grades 4-8.  (Research-Based Gains 57%  – per Acceleration: What We Do Vs. What We Know, Association for Supervision and Curriculum Development)

4^th grade – Demonstrate Mastery of 4^th-grade content – end-of-year test

Acceleration through 5^th-grade content

5^th grade – Acceleration through 6^th-grade content

6^th grade – Acceleration through 7^th – grade (pre-algebra) content

7^th grade – Acceleration through 8^th-grade (algebra) content

8^th grade – Acceleration through Geometry (travel to high school: transportation provided by parents)

• This single-subject acceleration (math) can be accomplished through a walk-to-math model.

• If students can work with an instructor at their own pace and level of instruction there is a research-based gain of 83%  – per Acceleration: What We Do Vs. What We Know, Association for Supervision and Curriculum Development).  This is the model currently used in the Anderson School GT program.

1. The same model as above may be implemented for language arts using novel studies and supplementary writing program.

Whole School Opportunities

Academic Fair: Science Fair, Invention Convention, and Juried Art Show – This is an opportunity for students to explore a topic of their choice and create a project that is designed around three core principles:

1. Develop research/investigation skills
2. Construct an “authentic” project
3. Participate in a public performance